Asignatura
Suficiencia de Inglés IV
Profesores
Lic. Kenia Cevallos, Mg.
Lic. Valeria Macías, MSc
Lic. Daniel Mera, Mg.Sc.
Importante: La presente guía de estudio incorpora contenidos sintetizados sobre los ejes
temáticos correspondientes a la Unidad No. 2. Este documento servirá como referente
conceptual y teórico para las evaluaciones parciales y final de esta materia.
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Periodo Académico octubre2023-febrero2024 – P2
Index
CONTENTS
Course learning outcome ............................................................................................................. 2
Unit 2: ......................................................................................................................................... 2
Lesson 1……………………………………………………………………………………………………………………………………..3
Lesson 1.1: Vocabulary: Confusing verrbs. ......................................................................................... 3
Lesson 1.2: Grammar: First conditional............................................................................................... 4
Lesson 1.3: Reading: Murphy´s Law. ................................................................................................... 6
Lesson 1.4: Writing: An informal e-mail. ............................................................................................. 7
Lesson 2……………………………………………………………………………………………………………………………………..8
Lesson 2.1: Vocabulary: Animals. ....................................................................................................... 8
Lesson 2.2: Vocabulary: Second conditional ...................................................................................... 9
Lesson 2.3: Reading: Tell me about yourself. .....................................................................................11
Lesson 2.4: Writing: A formal letter. ..................................................................................................12
Lesson 3……………………………………………………………………………………………………………………………………13
Lesson 3.1: Vocabulary: Word building- noun formation. ...................................................................13
Lesson 3.2: Grammar: May / Might (Possibility).................................................................................14
Lesson 3.3: Reading: How to make decisions. ....................................................................................16
Lesson 4…………………………………………………………………………………………………………………………………...17
Lesson 4.1: Vocabulary: Uses of get...................................................................................................17
Lesson 4.2: Grammar: Should / Shouldn´t..........................................................................................18
Lesson 4.3: Reading: What´s the problem. .........................................................................................20
Complementary resources ......................................................................................................... 21
Bibliography ............................................................................................................................ 222
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Course learning outcome
At the end of this level (English Proficiency Level I), students will be able to communicate
in everyday situations with frequently used expressions and using elementary vocabulary.
To use basic written language for simple practical purposes. To understand the main point
of short extracts in a limited range of situations.
Unit 2: If something bad can happen, it will
Unit learning outcome: To apply the first conditional, articles using intermediate English and
vocabulary such as confusing verbs, animals, word formation in short descriptions.
LESSON 1 LESSON 2 LESSON 3 LESSON 4
VOCABULARY
VOCABULARY VOCABULARY VOCABULARY
Lesson 3.1
Lesson 1.1 Lesson 2.1 Lesson 4.1
World building, noun
confusing verbs Animals Uses of the verb "GET"
formation
GRAMMAR GRAMMAR
GRAMMAR GRAMMAR
Lesson 1.2 Lesson 4.2
Lesson 2.2 Lesson 3.2
If (+) present, will * base SHOULD/SHOULDN´T
form If+past, would + base form May/ might (possibility)
(2nd conditional) Giving advice
READING READING READING
READING
Lesson 2.3 Lesson 3.3 Lesson 4.3
Lesson 1.3
The best way to survive an How to make decisions What´s the problem?
Murphy´s Law? animal attack
WRITING WRITING
Listening listening
Lesson 2.4: Lesson 3.4
Lesson 1.4 Lesson 4.4
What would you do if Definitions of nouns and
Murphy´s Law situations A radio show
you...? verbs
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Lesson 1.1
Vocabulary: Confusing verbs
Objective: Use and differentiate the confusing verbs in sentences.
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1
9
5
12
2
10
8
3
4
11
7
3
Lesson 1.2
Grammar: If (+) present, will + base form ( 1st first conditional)
Objective: Apply the first conditional in the description of everyday activities.
https://www.grammar.cl/english/first-conditional.htm
EXPLANATION
First Conditional for real possibility
If I win the lottery, I will buy a car.
We are talking about the future. We are thinking about a particular condition or situation in the
future, and the result of this condition. There is a real possibility that this condition will happen.
For example, it is morning. You are at home. You plan to play tennis this afternoon. But there are
some clouds in the sky. Imagine that it rains. What will you do?
Notice that we are thinking about a future condition. It is not raining yet. But the sky is cloudy and
you think that it could rain. We use the Present Simple tense to talk about the possible future
condition. We use will + base verb to talk about the possible future result. The important thing
about the first conditional is that there is a real possibility that the condition will happen.
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Here are some more examples (do you remember the two basic structures: [if condition result]
and [result if condition]?):
ENGLISH TIP
Sometimes, we use shall, can or may instead of will, for example: If it's sunny this afternoon, we
can play tennis.
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Lesson 1.3
Reading: Murphy´s Law
Objective: Identify the new vocabulary and grammar structures.
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Lesson 1.4:
Writing to a friend.
Objective: Identifying Informal Style and Punctuation.
Notes On Writing:
a. The following are examples Punctuation: capital letters start sentences, exclamation marks ( ! )
at the end of sentences, contractions for joining two words with an apostrophe ( ’ )
Example: do not = don’t.
b. Examples of Informal Expressions used for starting and ending letters. Examples: Hi, Hello, Dear
Mary, Bye., Write soon., See you., Love.
c. We use and for lists: I study History, Math, and English, and to describe two actions: I go
swimming and surfing.
d. We use or to describe alternatives: I don’t have time to play computer games, or to chat online.
An Informal Letter has an:
• Introduction
• Middle
• Ending
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Lesson 2.1
Vocabulary: Animals.
Objective: Use the common vocabulary related to animals to use in real life sentences.
dolphin cow sheep
mouse lion
gorilla chicken goat mosquito eagle
horse camel
crocodile bear spider
butterfly elephant snake giraffe
whale
fly pig shark duck kangaroo
bee tiger swan rabbit 8
bull
Lesson 2.2
Grammar: if + past, would + base form ( 2nd second conditional)
Objective: Understand the use of the second conditional and respond to simple questions on
familiar topics.
https://www.youtube.com/watch?v=PTrXt7dtUMY
EXPLANATION
Second Conditional
For unreal possibility
If I won the lottery, I would buy a car.
The second conditional is like the first conditional. We are still thinking about the future. We are
thinking about a particular condition in the future, and the result of this condition. But there is not
a real possibility that this condition will happen. For example, you do not have a lottery ticket. Is it
possible to win? No! No lottery ticket, no win! But maybe you will buy a lottery ticket in the future.
So you can think about winning in the future, like a dream. It's not very real, but it's still possible.
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Notice that we are thinking about a future condition. We use the Past Simple tense to talk about
the future condition. We use would + base verb to talk about the future result. The important
thing about the second conditional is that there is an unreal possibility that the condition will
happen.
Look at these example sentences:
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Lesson 2.3
Reading: The best way to survive an animal attack
Objective: Ask and answer simple questions on situations with animals.
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Lesson 2.4
Writing: A formal letter.
Objective: Identifying formal Style and Punctuation.
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Lesson 3.1
Vocabulary: World building, noun formation
Objective: Write simple sentences using a different range of words as verbs and nouns with word
building.
We often form nouns from other parts of speech, most commonly from a verb or an adjective. We
can then use the noun phrase instead of the verb or adjective to create a more formal style. We call
this nominalisation:
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Lesson 3.2
Grammar: May/ might (possibility)
Objective: Apply the modal verbs MAY/MIGHT talking about possibilities.
https://www.youtube.com/watch?v=O4TSydQuAiI
EXPLANATION
May and Might are modal verbs. They can normally be interchanged without a significant difference
in meaning however Might often implies a smaller chance of something happening (when expressing
possibility).
May and Might
1. To express (future) possibility
There is a chance that something is true or that there is a possibility of something happening.
Note: Might is used more frequently than May in spoken English.
It might rain later (= it is possible that it will rain)
I might go to the movies tonight. (Though I'm not sure)
I wouldn't talk to Tim right now. He may still be angry after his team lost.
He's very good, in fact, I think he may win the competition.
She might be late because of the public transport strike.
2. To give permission
You may leave the table once you have finished your meal.
You may take only one brochure.
If you have finished the exam, you may leave the room.
May not can be used to NOT give permission or to prohibit someone from doing something.
You may not park your car in front of the gate.
You may not take more than one brochure.
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3. To ask for permission
Note: Can is used more frequently than May in spoken English though May sounds more polite.
May I sit next to you?
May I borrow your pen?
May I use your bathroom please?
Note: Might could also be used to request permission but it sounds very old and is not common.
4. May: to talk about typical occurrences
May is used in academic (or scientific) language to refer to things that typically happen in certain
situations.
Drivers may feel tired if they do not take a break every 2 hours.
Adults may find it difficult to sleep if they use technology before going to bed.
These tablets may produce serious side effects if not taken in the correct dosage.
5. Speculate about past actions (May + have + past participle)
She is late. I think she may have missed her plane.
It may have already been broken before you bought it.
What was that noise? It may have been a dog outside our window.
6. To express wishes
May you both live a long and happy life together.
May the New Year bring you love and happiness.
May all your wishes come true.
May the odds be ever in your favor.
May the Force be with you. :)
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Lesson 3.3
Reading: How to make decisions
Objective: Understand familiar simple words and vocabulary about how to make decisions.
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Lesson 4.1
Vocabulary: GET
Objective: Analyze and use vocabulary related to the uses of the verb get.
get angry get lost get married get divorced
get in shape get better get worse get older
get a newspaper get a ticket get a job get an apartment
get up get into(out of) get on (off)
get along (well) with
get to work
get home get to school
get a letter
get a paycheck
get an e-mail
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get a present
Lesson 4.2
Grammar: Should/shouldn´t (advice)
Objective: Use (‘s) to express possession with singular and plural nouns.
https://youtu.be/aZhGNeeARSw
should
Should is an auxiliary verb - a modal auxiliary verb. We use should mainly to:
give advice or make recommendations
talk about obligation
talk about probability and expectation
express the conditional mood
replace a subjunctive structure
Structure of should
The basic structure for should is:
Note that:
The auxiliary verb should is invariable. There is only one form: should
The main verb is usually in the base form (He should go).
Look at the basic structure again, with positive, negative and question sentences:
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Use of should
Should for advice, opinions
We often use should when offering advice or opinions (similar to ought to):
You should see the new James Bond movie. It's great!
You should try to lose weight.
John should get a haircut.
He shouldn't smoke. And he should stop drinking too.
What should I wear?
They should make that illegal.
There should be a law against that.
People should worry more about global warming.
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Lesson 4.3
Reading: What´s the problem? What should I do?
Objective: Recognize and understand words and phrases to give advice.
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Complementary resources
The following complementary resources are suggestions so that you can expand the information on
the topics studied, as part of your self-learning process:
Lesson 1.1: VOCABULARY: Verb phrases.
Extra practice: https://www.youtube.com/watch?v=XcJ0JNvYL2k
Lesson 1.2: GRAMMAR: First conditional (+) and (-)
Extra video: https://www.grammar.cl/english/first-conditional.htm
Lesson 2.1: VOCABULARY: Animals
Extra video: https://www.youtube.com/watch?v=OKr7hizpgG8
Lesson 2.2: GRAMMAR: Second Conditional
Extra video: https://www.youtube.com/watch?v=PTrXt7dtUMY
Lesson 3.1: VOCABULARY: Noun formation
Extra video: https://www.youtube.com/watch?v=Zeite_Ooec0
Lesson 3.2: GRAMMAR:
Extra video: https://www.youtube.com/watch?v=BhXaTv4XN3U&t=63s
Lesson 4.1: VOCABULARY: Uses of the verb get
Extra video: https://www.youtube.com/watch?v=KGLj8wy6QtE
Lesson 4.2: GRAMMAR: Should / Shouldn´t
Extra video: https://www.youtube.com/watch?v=260nyXu5bWc
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Bibliography
Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial
Cambridge University Press and UCLES.
Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica
Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better
Together Level IV. Editorial Universidad Técnica de Manabí.
Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano.
Latham-Koenig, Christina, Oxeden, Clive (2008). América English File. Editorial. Oxford.
Phillips, Deborah Longman (2013). Editorial Pearson Education.
Richey (2012). Oxford Business. Editorial English University Press.
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